Jefferson County High School Lesson Plan Friction
Teacher: Jessica Minton
Grade/Subject: 9th grade/Physical Science
Unit: Forces
Lesson Title: The Force of Friction
Identify what you want to teach. Reference State, Common Core, ACT College
STATE STANDARD(S)
Readiness Standards, and/or State Competencies.
TN Physical Science Standards:
Standard 3: Motion
Conceptual Strand 3: Objects move in ways that can be observed, described, predicted, and
measured.
CLE 3203.3.2: Investigate and apply Newton’s three laws of motion.
SPI 3202.3.2: Relate inertia, force, or action-reaction force to Newton’s three laws of
motion.
SPI 3202.3.3: Distinguish among the concepts inherent in Newton’s three laws of
motion.
LESSON OBJECTIVE
Clear, Specific, and Measurable – NOT ACTIVITIES
Student-Friendly: "The student will…"
Explicitly Stated for Students
The students will define friction.
The students will distinguish between the three types of friction.
The students will apply the three types of friction while observing the effects on several materials.
ASSESSMENT/EVALUATION
Measures Student Mastery In More Than Two Ways
Aligned with the Lesson Objective
Includes Measurable Formative and Summative Assessments
Requires Written Task
Students will be given a summative assessment at the end of the unit to collect data on understanding of the
knowledge.
Students will be formatively assessed through the Question of the Day (Q.O.D.) over the previous material.
Students will be formatively assessed through the set-up and accuracy of their graphic organizer over the three types of
friction.
Students will be formatively assessed through the mini-lab comparing friction.
Students will be orally assessed when asked to list several ways to increase the friction between tires and ice.
MATERIALS
Aligned with the Lesson Objective
Rigorous & Relevant
Microsoft PowerPoint Slides
LCD Projector/Board
White Paper for Graphic Organizer
Student’s Q.O.D. pages/Paper for Mini lab data recording
Textbook
Ice cubes
Rocks
Erasers
Wood blocks
Aluminum foil
Metal/plastic tray
Metric ruler
ACTIVATING STRATEGY
Hook
Essential Higher Order Question(s)
Activates Prior Knowledge
Real-World Connections
There is a Question of the Day (Q.O.D.) that will be on the board as soon as the students come in the door. Their
question: If you push a skateboard with your hand does the skateboard keep moving at a constant speed after it leaves
your hand? What force is acting on the skateboard that is causes it to slow down? What would happen if I stood on the
skateboard and had someone push, would that affect the distance the skateboard would be able to travel? I will have a
skateboard in the class that we will experiment with as soon as they finish writing their answers down.
INSTRUCTIONAL PLAN
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Step-by-Step Procedures and Times
Modeling Strategy – “I Do”
Planned Questioning (Knowledge/Comprehension, Application/Analysis, Creation/Evaluation)
Multiple Thinking and Problem Solving Strategies
Grouping Strategies
Differentiated Instructional Strategies to Provide Intervention & Extension
Question of the Day: If you push a skateboard with your hand does the skateboard keep moving at a constant
speed after it leaves your hand? What force is acting on the skateboard that is causes it to slow down? What
would happen if I stood on the skateboard and had someone push, would that affect the distance the
skateboard would be able to travel? (5 minutes)
Discussion of the Question of the day and skateboard demo. (5 minutes)
Introduction of Friction and set-up of graphic organizer for notes. (2-5 minutes)
Notes on Friction on the graphic organizer (15 minutes).
Mini Lab on Comparing Friction: pg 71 in the textbook (copies will be made for the students). (15 minutes)
Oral assessment/Exit Ticket end of class: List at least 3 ways to increase the friction between tires and ice. (5
minutes)
I will be walking around the room guiding the students and to be available for any questions/problems that
might arise. (full class time)
GUIDED & INDEPENDENT PRACTICE
“We Do”-“You Do”
Student Work Encourages Higher Order Thinking & Problem Solving
Relevance to Students’ Lives
Differentiated Strategies for Practice to Provide Intervention & Extension
Students will be working on a graphic organizer to distinguish between static, sliding, and rolling friction. After they
complete the information, they will be using what they learned to do a mini lab comparing friction. They will be using
common objects to test friction at different height levels. They will be using the following questions to help with the lab:
1. List the height at which each object slid off the tray.
2. Why did the objects slide off at different heights?
3. What type of friction acted on each object?
CLOSURE
Reflection/Wrap-Up
Summarizing, Reflecting, Restating, Connecting
Provides for Student Engagement
Before the end of class, after the mini-lab is completed I will wrap up the class by assessing their knowledge over friction
asking them to answer the following: List at least 3 ways to increase the friction between tires and ice. The following
could be possible answers: put chains on tires, make tires with steel grips, add sand or some other abrasive to ice, or add
weight to the car. This will connect to real world scenarios because some of the students are starting to get their
driver’s licenses.